We examine culturally relevant/responsive pedagogy (CRP) and its extensions--culturally based and culturally sustaining and revitalizing pedagogy--focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their "footprints" in contemporary education practices.…

As the U.S. Supreme Court prepared to rehear for the second time the case of "Brown v. Board of Education" in 1953, the 83rd Congress passed House Concurrent Resolution 108 and Public Law 280--policies that would terminate federal treaty and trust responsibilities to Native Americans. Even as post-"Brown" desegregation went…

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and…

This article examines research on the impacts of high-stakes accountability policies in the USA--in particular, the No Child Left Behind (NCLB) Act of 2001--on Native American learners. NCLB's goals are laudable: close the achievement gap by making schools accountable for learning among all student groups, and by ensuring that all students are…

Describes how educators at one Navajo community school are transforming assumptions about schooling for indigenous groups from a deficit model to one that views bilingualism, biculturalism, and multiculturalism as assets to be tapped. Bases the discussion on a long-term ethnographic study of the changes brought about through the implementation of…

Critical historical analysis of the apparently contradictory policies and practices within American Indian education reveals a patterned response to cultural and linguistic diversity, as the federal government has attempted to distinguish "safe" from "dangerous" Indian practices. (SLD)

The constructs used to evaluate research quality--valid, objective, reliable, generalizable, randomized, accurate, authentic--are not value-free. They all require human judgment, which is affected inevitably by cultural norms and values. In the case of research involving American Indians and Alaska Natives, assessments of research quality must be…

This paper discusses the contribution of school-based mother-tongue literacy to the maintenance and renewal of endangered languages, with Navajo as the case in point. Although Navajo claims the most speakers among U.S. indigenous languages, the absolute number and relative proportion of Navajo speakers have declined drastically in the last 30…

This book presents the voices of Navajo parents, students, educators, administrators, school board members, and politicians in Rough Rock, Arizona, home of a community based school for American Indian students. The Rough Rock Demonstration School, started in 1966, is lauded as an exemplary "experiment" in American Indian education. It…

Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) (CK)

Indigenous languages are being displaced at an alarming rate. The ramifications of language loss to the speakers' culture and to the wider culture, and its connection to issues of repression and acculturation are discussed. Reversing language shift is the practice of social justice and requires collaboration between indigenous communities and…

Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting students' school success and revitalizing endangered…

This paper describes the American Indian Language Development Institute (AILDI), which can serve as a model for connecting school, community, and university resources to strengthen indigenous languages. Since 1978, AILDI has held annual summer institutes that team community-based native speakers of indigenous languages with academic linguists and…

Bilingual Yavapai-Apache youth have some Yavapai linguistic competence and limited performance skills, yet Yavapai is important to them. A bicultural-bilingual curriculum emphasizing culture and history minicourses taught by community members can help revitalize the fading Yavapai culture and provide cross-cultural education for non-Indians as…

Examines the efforts of indigenous communities in the United States to maintain and revitalize their languages by restoring traditional learning environments and creating new ones. Describes immersion programs in Hawaiian and Navajo, bilingual education programs, master-apprentice programs, development of a Hualapai writing system and resources,…